Assessor Resource

CULMS506B
Plan and develop activities, events and programs

Assessment tool

Version 1.0
Issue Date: March 2024


Not applicable.

This unit describes the skills and knowledge required to plan and develop activities, events or programs for different customer groups. In a museum and library context, education will often be a key focus of activities. Skills for the actual delivery of activities, events or programs are found in the unit CULM406B - Deliver information, activities and events.

This unit is equivalent to unit THTPPD05B - Plan and develop interpretive activities, in the Tourism Training Package.

This unit describes the skills and knowledge required to plan and develop activities, events or programs for different customer groups. In a museum and library context, education will often be a key focus of activities. Skills for the actual delivery of activities, events or programs are found in the unit CULM406B - Deliver information, activities and events.

This unit is equivalent to unit THTPPD05B - Plan and develop interpretive activities, in the Tourism Training Package.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.


Employability Skills

Not applicable.




Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The Evidence Guide describes the underpinning knowledge and skills that must be demonstrated to prove competence. It is essential for assessment and must be read in conjunction with the performance criteria, the Range Statement and the Assessment Guidelines of the relevant Training Package.

Critical aspects of evidence required to demonstrate competency in this unit

The following evidence is critical to the judgement of competence in this unit:

ability to apply the research, development and evaluation process to an activity, event or program

detailed knowledge of subject matter and ability to apply that knowledge to the development of an activity or program that meets the needs of the particular customer group

Context of assessment and consistency of performance

The assessment context must provide for:

assessment conducted over a period of time to allow the candidate to develop, pilot and evaluate the activity

integration of workplace-realistic constraints for the development process, eg budget, space limitations, other resource constraints

Relationships to other units

This unit has strong linkages to other Public Programs units and to the guiding and interpretive units in the Tourism Training Package. Combined assessment and/or training with those units may be appropriate, for example:

THTFTG14A - Prepare specialised interpretive content (cultural/heritage environments)

CULMS004A - Integrate knowledge of education and learning into museum activities

Other Exhibition units

Method of assessment

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:

project to develop and evaluate an activity, program or event for a nominated customer group/organisation

oral or written questioning to assess knowledge of development processes

review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate

Assessment methods should closely reflect workplace demands and the needs of particular groups [e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling].

Essential skills and knowledge

Assessment must include evidence of the following knowledge and skills:

subject matter around which the activity, program or event is developed

features of typical policies, procedures and practices relating to the provision of public activities, events and programs

concept of sustainable museum practice and its relevance to the development of public programs

sources of advice and specialist assistance for activity development

planning and scheduling for activity, event or program

interpretation techniques suitable for a wide range of audiences

relevant resources for planning, promoting, delivering and evaluating activity, event or program

cultural protocols to be observed in developing programs, including those relating to Aboriginal or Torres Strait Islander contexts

copyright, moral rights and intellectual property issues and legislation that impact on the development of activities, including those relevant to Indigenous cultures

other relevant legislation including Child Protection and Trade Practices

literacy skills sufficient to develop varied and complex support materials

numeracy skills sufficient to estimate costs and work with budgets

Specific resource requirements

Assessment of this unit requires access to:

relevant organisational documentation

equipment and resources relevant to the activity, program or event

Generic employability skills

The seven key competencies represent generic skills considered for effective work participation. The bracketed numbering against each of the key competencies indicates the performance level required in this unit.

Level (1) represents the competence to undertake tasks effectively

Level (2) represents the competence to manage tasks

Level (3) represents the competence to use concepts for evaluating and reshaping tasks.

How can communication of ideas and information be applied? - (3)

Developing interpretive themes and messages

How can information be collected, analysed and organised? - (3)

Evaluating information to inform the development process

How are activities planned and organised? - (3)

Organising resource allocations and other practical details

How can team work be applied? - (2)

Consulting with specialists on activity development

How can the use of mathematical ideas and techniques be applied? - (2)

Estimating/adjusting costs

How can problem solving skills be applied? - (2)

Adjusting program to meet a particular need

How can the use of technology be applied? - (1)

Integrating technology into activity presentation

The Evidence Guide describes the underpinning knowledge and skills that must be demonstrated to prove competence. It is essential for assessment and must be read in conjunction with the performance criteria, the Range Statement and the Assessment Guidelines of the relevant Training Package.

Critical aspects of evidence required to demonstrate competency in this unit

The following evidence is critical to the judgement of competence in this unit:

ability to apply the research, development and evaluation process to an activity, event or program

detailed knowledge of subject matter and ability to apply that knowledge to the development of an activity or program that meets the needs of the particular customer group

Context of assessment and consistency of performance

The assessment context must provide for:

assessment conducted over a period of time to allow the candidate to develop, pilot and evaluate the activity

integration of workplace-realistic constraints for the development process, eg budget, space limitations, other resource constraints

Relationships to other units

This unit has strong linkages to other Public Programs units and to the guiding and interpretive units in the Tourism Training Package. Combined assessment and/or training with those units may be appropriate, for example:

THTFTG14A - Prepare specialised interpretive content (cultural/heritage environments)

CULMS004A - Integrate knowledge of education and learning into museum activities

Other Exhibition units

Method of assessment

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:

project to develop and evaluate an activity, program or event for a nominated customer group/organisation

oral or written questioning to assess knowledge of development processes

review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate

Assessment methods should closely reflect workplace demands and the needs of particular groups [e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling].

Essential skills and knowledge

Assessment must include evidence of the following knowledge and skills:

subject matter around which the activity, program or event is developed

features of typical policies, procedures and practices relating to the provision of public activities, events and programs

concept of sustainable museum practice and its relevance to the development of public programs

sources of advice and specialist assistance for activity development

planning and scheduling for activity, event or program

interpretation techniques suitable for a wide range of audiences

relevant resources for planning, promoting, delivering and evaluating activity, event or program

cultural protocols to be observed in developing programs, including those relating to Aboriginal or Torres Strait Islander contexts

copyright, moral rights and intellectual property issues and legislation that impact on the development of activities, including those relevant to Indigenous cultures

other relevant legislation including Child Protection and Trade Practices

literacy skills sufficient to develop varied and complex support materials

numeracy skills sufficient to estimate costs and work with budgets

Specific resource requirements

Assessment of this unit requires access to:

relevant organisational documentation

equipment and resources relevant to the activity, program or event

Generic employability skills

The seven key competencies represent generic skills considered for effective work participation. The bracketed numbering against each of the key competencies indicates the performance level required in this unit.

Level (1) represents the competence to undertake tasks effectively

Level (2) represents the competence to manage tasks

Level (3) represents the competence to use concepts for evaluating and reshaping tasks.

How can communication of ideas and information be applied? - (3)

Developing interpretive themes and messages

How can information be collected, analysed and organised? - (3)

Evaluating information to inform the development process

How are activities planned and organised? - (3)

Organising resource allocations and other practical details

How can team work be applied? - (2)

Consulting with specialists on activity development

How can the use of mathematical ideas and techniques be applied? - (2)

Estimating/adjusting costs

How can problem solving skills be applied? - (2)

Adjusting program to meet a particular need

How can the use of technology be applied? - (1)

Integrating technology into activity presentation


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Not applicable.

The Range Statement relates to the Unit of Competency as a whole. It allows for different work environments and situations that will affect performance.

The following variables may be present with training and assessment depending on the work situation, needs of the trainee, accessibility of the item, and local industry and regional contexts. If bold italicised text is shown in Performance Criteria, details of the text are provided in the Range Statement.

Activities, events or programs may include:

guided tours

exhibitions

special occasions and festivals

holiday or weekend activities

performances, e.g. theatre, film, music, dance, craft demonstrations, workshops

scientific experiments

presentations, demonstrations

excursions, field trips, site visits, guided tours

school visit programs

institution open days

ceremonies

school programs

Customers/users may be:

local community

tourists

educational groups

special interest groups

External influences on program development may include:

current or emerging community interests

social trends

current events

programs in other institutions

changes in technology

visitation patterns

Other specialists may include:

curators

designers

actors/performers

environmental consultants

interpretation consultants

cultural advisers

technical experts

curriculum advisers

teachers

educational psychologists, learning advisors

The proposal may include:

the rationale, aims, objectives and expected outcomes, in financial and other terms

facilities, resources and equipment needed

target audience

marketing and promotion requirements

staff training needs

Resource requirements may include:

natural resources

lighting

audiovisual equipment and recordings

handouts

costumes

props

contractors, e.g. performers

guest speakers

technical and creative staffing

other equipment

catering

security

support materials

transportations

furniture

space

booking systems/support

Support materials may include:

replicas/education collection materials

guidance materials

descriptions

labels

signs

overheads

videos

activity sheets

curriculum-related material

The Range Statement relates to the Unit of Competency as a whole. It allows for different work environments and situations that will affect performance.

The following variables may be present with training and assessment depending on the work situation, needs of the trainee, accessibility of the item, and local industry and regional contexts. If bold italicised text is shown in Performance Criteria, details of the text are provided in the Range Statement.

Activities, events or programs may include:

guided tours

exhibitions

special occasions and festivals

holiday or weekend activities

performances, e.g. theatre, film, music, dance, craft demonstrations, workshops

scientific experiments

presentations, demonstrations

excursions, field trips, site visits, guided tours

school visit programs

institution open days

ceremonies

school programs

Customers/users may be:

local community

tourists

educational groups

special interest groups

External influences on program development may include:

current or emerging community interests

social trends

current events

programs in other institutions

changes in technology

visitation patterns

Other specialists may include:

curators

designers

actors/performers

environmental consultants

interpretation consultants

cultural advisers

technical experts

curriculum advisers

teachers

educational psychologists, learning advisors

The proposal may include:

the rationale, aims, objectives and expected outcomes, in financial and other terms

facilities, resources and equipment needed

target audience

marketing and promotion requirements

staff training needs

Resource requirements may include:

natural resources

lighting

audiovisual equipment and recordings

handouts

costumes

props

contractors, e.g. performers

guest speakers

technical and creative staffing

other equipment

catering

security

support materials

transportations

furniture

space

booking systems/support

Support materials may include:

replicas/education collection materials

guidance materials

descriptions

labels

signs

overheads

videos

activity sheets

curriculum-related material

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Identify and develop programs which meet current/future organisational priorities and policies and which contribute to sustainable museum practice 
Assess program activities in the context of the whole institution, where no overall program strategy exists 
Evaluate external influences on program development 
Identify the need for the activity/event/program based on customer needs, current development initiatives and wider community needs 
Establish educational, interpretive and commercial objectives of the activity in consultation with appropriate stakeholders 
Undertake appropriate research and develop appropriate storylines and/or interpretive messages/themes accordingly 
Integrate appropriate cultural and environmental protocols into concept development 
Identify and utilise the service of other specialists as required 
Ensure the activity, event or program is physically and technically feasible within existing resource constraints 
Present a proposal for approval to relevant personnel in accordance with the organisation's policies and procedures 
Specify and obtain the resources required to complete each aspect of the activity, event or program 
Clearly identify and agree ON timeframes for the preparation of the activity, event or program with all relevant parties 
Identify the effect of the activity, event or program on other activities and people, and take appropriate steps to coordinate activities 
Confirm that facilities are capable of delivering activities to the specified range of users and provide a suitable and safe environment 
Ensure resources to operate the facilities are available and suitable 
Undertake a risk audit for the activity and incorporate relevant issues into activity development in accordance with regulations and organisational procedures 
Identify existing information materials and assess their suitability to the activity, event or program and audience 
Develop information materials to suit the purpose of the activity, event or program and the requirements of users 
Ensure information materials contain valid and reliable information and appropriate interpretations 
Develop information materials within resource and time constraints and ensure accessibility 
Obtain formal and informal feedback from customers and colleagues during piloting or conduct of the activity 
Modify activity according to feedback received or use feedback to inform future development 
Establish and implement ongoing review mechanisms to ensure continuous improvement of the activity where appropriate 

Forms

Assessment Cover Sheet

CULMS506B - Plan and develop activities, events and programs
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

CULMS506B - Plan and develop activities, events and programs

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: